IQAC - SSR - Criterion 2
Criterion 2: Teaching, Learning, and Evaluation
2.1 Student Enrollment and Profile
2.1.1 Enrollment percentage Response: 75.78
2.1.1.1 Number of seats filled year-wise during last five years (Only first-year admissions to be considered)
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2022-23 |
2021-22 |
2020-21 |
2019-20 |
2018-19 |
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122 |
142 |
151 |
179 |
88 |
2.1.1.2 Number of sanctioned seats year wise during last five years
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2022-23 |
2021-22 |
2020-21 |
2019-20 |
2018-19 |
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160 |
200 |
160 |
220 |
160
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File Description |
Document |
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Institutional data in the prescribed format |
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final admission list as published by the HEI and endorsed by the competent authority |
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Document related to sanction of intake from an affiliated university, government, or statutory body for first-year students only. |
2.1.2
Percentage of seats filled against reserved categories (SC, ST, OBC etc.) as per applicable reservation policy for the first year admission during the last five years
Response: 100
2.1.2.1 Number of actual students admitted from the reserved categories year wise during last five years (Exclusive of supernumerary seats)
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2022-23 |
2021-22 |
2020-21 |
2019-20 |
2018-19 |
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122 |
142 |
151 |
179 |
88 |
2.1.2.2 Number of seats earmarked for reserved category as per GOI/ State Govt rule year wise during the last five years
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File Description |
Document |
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Institutional data in the prescribed format |
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Final admission list indicating the category as published by the HEI and endorsed by the competent authority. |
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Copy of communication issued by state govt. or Central Government indicating the reserved categories(SC,ST,OBC,Divyangjan,etc.) to be considered as per the state rule ( Translated copy in English to be provided as applicable) |
2.2 Student Teacher Ratio
2.2.1 Student – Full time Teacher Ratio
(Data for the latest completed academic year)
Response: 5.08
2.3 Teaching- Learning Process
2.3.1 Student centric methods, such as experiential learning, participative learning and problem solving methodologies are used for enhancing learning experiences and teachers use ICT- enabled tools including online resources for effective teaching and learning process
In the process of teaching and learning, the faculties of the institute place a high priority on student- centric approaches. These programs help students think more broadly, which has positive effects on their academic performance. To improve teaching and learning strategies, the institution has planned a few student-focused events at the undergraduate level.
Experiential learning
The goal of hands-on learning as an instructional strategy is to help students learn via hands-on experiences. This includes practical tasks, educational outings, role-plays, and a range of interactive techniques. The principal aim of experiential education is to provide students with opportunities for active engagement and reflection on the subject matter, as opposed to a passive acquisition of knowledge.
Projectwork: Research-based projects on topics related to their syllabus are assigned to students. Project work is undertaken by nearly all final year undergraduate students in all departments.
Field Visit: field work and study tours are arranged by Departments to educationally important areas.
Industrial Visit: The Department plans and organizes the industrial visits in nearby industries. Guest lecturers: Departments organize Guest Lectures of eminent experts.
Participative learning
An instructional strategy known as "participatory learning" emphasizes the value of student participation and teamwork in the learning process.
Group discussions, seminars, and debates.To improve communication, idea generation and presentation skills, group discussions and debates are conducted.
The lectures program is improving the presentation skills of the students.
Every day, E-Plus Club conducts activities. Students in this club are required to speak briefly on a specific topic and work on their body language by gazing in the mirror.
Teamwork: NCC and NSSunits organize activities like village Learning Centers, Tree planting, Swachh Gurukul Mission, etc.
Group Work: Group activities like workshops, poster presentations, and wall paintings are also conducted.
Problem solving methodology
Problem-solving methodologies are instructional methods that concentrate on assisting students in acquiring the abilities and expertise necessary to tackle intricate problems. This may entail employing case studies, real-life situations, or various other problem types that necessitate the application of critical thinking and problem-solving skills by students.
Case StudiesCase studies used to increase students’ participation and develop problem solving skills.
Quizzes and competitions.The institute arranges quizzes with the aim of enhancing logical reasoning and problem-solving abilities. Annually, students from various groups such as B.Com. (CA), BA (HEP), BSc. (Bzc), BSc. (Mpcs), and BSc. (Data Science) actively take part in the subjective quiz competition organized by the institute.
ICT Tools
ICT tools encompass a broad array of technologies that aid in communication, information access, and processing, as well as supporting teaching and learning. These tools encompass various digital devices like computers, laptops, tablets, smartphones, projectors, and smart boards, along with software programs, apps, and online platforms. When educators combine ICT tools with student-centric approaches like experiential learning, participative learning, and problem-solving methodologies, they can foster more captivating and efficient learning experiences for their students. Consequently, the integration of student-centric methods and ICT tools can cultivate dynamic and interactive learning environments that cater to the diverse needs and learning preferences of contemporary students.
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- 2.4 Teacher Profile and Quality
- Percentage of full-time teachers against sanctioned posts during the last five years Response: 92.79
- 2.4.1.1 Number of sanctioned posts year wise during the last five years
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2022-23
2021-22
2020-21
2019-20
2018-19
23
20
26
26
16
2.4.1.1 Number of sanctioned posts year wise during the last five years
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File Description |
Document |
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Sanction letters indicating number of posts sanctioned by the competent authority (including Management sanctioned posts) |
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Provide Links for any other relevant document to support the claim (if any) |
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2.4.2
Percentage of full time teachers with NET/SET/SLET/Ph. D./D.Sc. / D.Litt./L.L.D. during the last five years (consider only highest degree for count)
Response: 94.17
2.4.2.1 Number of full time teachers with NET/SET/SLET/Ph. D./ D.Sc. / D.Litt./L.L.D year wise during the last five years
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2022-23 |
2021-22 |
2020-21 |
2019-20 |
2018-19 |
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22 |
19 |
21 |
22 |
13 |
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File Description |
Document |
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List of faculties having Ph. D. / D.Sc. / D.Litt./ L.L.D along with particulars of degree awarding university, subject and the year of award per academic year. |
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Institution data in the prescribed format |
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Copies of Ph.D./D.Sc / D.Litt./ L.L.D awareded by UGC recognized universities |
2.5 Evaluation Process and Reforms
2.5.1 Mechanism of internal/ external assessment is transparent and the grievance redressal system is time- bound and efficient
Response:
The mechanism of internal and external assessment plays a crucial role in evaluating students' performance and ensuring transparency in the education system. An effective assessment system provides a fair and accurate representation of a student's knowledge and skills. To achieve these internal assessments student are involved in regular quizzes, assignments, and class participation, group Discussion, debates while external assessments includes standardized tests or examinations conducted by external examination bodies.
Transparency in assessment mechanisms is achieved through clear communication of evaluation criteria, grading methods, and the overall assessment process. Teachers provide rubrics or guidelines for assignments and exams, helping students understand the expectations and criteria for evaluation.
A well-defined system for addressing concerns or disputes related to assessments is essential for maintaining the integrity of the evaluation process. For example, educational institutions may establish grievance committees that promptly review and resolve complaints from students regarding assessment procedures, grades, or other related matters. Gurukulam institutions are keeping a grievances(Suggestion box for addressing all these issues. This is providing a dedicated channel for students to submit their grievances, a systematic process for reviewing complaints, and a timely resolution mechanism. This ensures that students have a fair opportunity to voice their concerns and seek resolution, contributing to a positive and trusting academic environment.
In summary, a transparent assessment mechanism, coupled with a time-bound and efficient grievance redressal system, is vital for maintaining the integrity of the education system. Examples such as clear communication of assessment criteria, standardized external assessments, and well-established grievance redressal committees highlight the commitment to fairness and accountability in the evaluation of students' academic performance.
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- 2.6 Student Performance and Learning Outcomes
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2.6.1 Programme Outcomes (POs) and Course Outcomes (COs) for all Programmes offered by the institution are stated and displayed on website
Response:
The institute follows the curriculum of the programs designed by the Kakatiya University, Warangal Telangana. The board of studies of the university prepares the course outcomes and programmed outcomes while designing the syllabi. At present, the institute is running multi-undergraduate programs very successfully, viz., B. A., B.Com., B.Sc. (BZC)., B.Sc. (MPC), B.Sc. (MPCS), and B.Sc. (Data Science).
Program Outcomes (POs) and Course Outcomes (COs) are key components of outcomes-based education (OBE), a pedagogical approach that focuses on defining and assessing the intended learning outcomes of educational programs and individual courses. These outcomes serve as benchmarks to ensure that students acquire the necessary knowledge, skills, and attitudes during their academic journey.
Program Outcomes (POs): POs represent the overarching goals and learning objectives of an entire academic program. They describe the knowledge, skills, and attributes that students are expected to possess upon successful completion of the program.
Course Outcomes (COs): COs are specific, measurable statements that articulate the expected learning outcomes for individual courses within a program. They provide detailed objectives for each course, aligning with the broader POs of the program. The relationship between POs and COs is hierarchical. The attainment of COs contributes to the achievement of the broader POs, ensuring a cohesive and aligned curriculum.
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Program Outcomes and Course Outcomes are integral to the outcomes-based education approach, facilitating clear expectations, assessment, and continuous improvement in educational programs. They contribute to the development of well-rounded, competent graduates who are prepared for the challenges of their chosen fields.
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2.6.2 Attainment of POs and COs are evaluated.
Assessment is done through one or more than one processes, carried out by the department, that identify, collect, and prepare data to evaluate the achievement of course outcomes (CO’s) and programme outcomes (POs). The process for finding the attainment of Course outcomes and programme outcomes (POs) uses various tools/methods. Student’s knowledge and skills are